Materials Similar to Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula

Scheduled Maintenance: The ComPADRE Network may be temporarily unavailable on Monday, October 12, 2026, from midnight to 6:00 a.m. Eastern Time (Sunday night into Monday morning). We apologize for any inconvenience.

home » Detail Page » Similar Materials

Materials Similar to Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula

36%: Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study
36%: Validity and reliability of the force and motion conceptual evaluation
35%: The Force and Motion Conceptual Evaluation
35%: The Reliability of the Force and Motion Conceptual Evaluation
35%: Rural and First Generation Performance Differences on the Force and Motion Conceptual Evaluation
34%: Comparing the force and motion conceptual evaluation and the force concept inventory
32%: Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion
32%: What does the Force and Motion Conceptual Evaluation pretest measure?
32%: Assessing students’ conceptual knowledge of electricity and magnetism
31%: Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
31%: The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
31%: Modeling students’ conceptual understanding of force, velocity, and acceleration
30%: Student Assessment Of Laboratory In Introductory Physics Courses: A Q-sort Approach
30%: Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory
30%: Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors
30%: Introductory thermal concept evaluation: assessing students' understanding
30%: Preparing Students to Learn from Lecture: Creating a “Time for Telling” (Learning About Teaching Physics podcast)
30%: Assessing Student Learning and Improving Instruction with Transition Matrices
30%: Using reflections to explore student learning during the project component of an advanced laboratory course